Joined Document 4

2

Turn over ►

Part 1

For questions 1 – 8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning (0). Mark your answers on the separate answer sheet. Example: 0 A report B describe C inform D tell

0 A B C D

_________________________________________________________________________________

The oldest leather shoe in the world

Archaeologists (0) …..... that a perfectly preserved 5,500-year-old shoe has been discovered in a

cave in Armenia in south-west Asia. It is (1) …..... to be the oldest leather shoe ever found.

The shoe was made of a single piece of leather, stitched at the front and back, and was shaped to fit

the wearer’s foot. It had been (2) …..... with grasses, either for warmth or to make sure it kept its

shape. ‘The shoe is relatively small but we can’t say for (3) ...….. whether it was worn by a man or a

woman,’ says Dr Ron Pinhasi, an archaeologist on the research (4) ...…... ‘We thought at first that it

was about 600-700 years old because it was in such good shape.’

Shoes of this type from later periods have turned (5) ...….. in archaeological excavations in various

places in Europe, and shoes of a very similar design were still being used on the Aran Islands off the

west coast of Ireland as (6) …..... as the 1950s. It’s (7) …..... a style which (8) …..... popular for

thousands of years.

3

Turn over ►

1 A accepted B regarded C assessed D believed

2 A stuffed B loaded C pushed D blocked

3 A clear B specific C true D certain

4 A class B force C team D company

5 A over B into C up D about

6 A recently B lately C presently D immediately

7 A correctly B exactly C precisely D obviously

8 A held B stood C remained D lasted

4

Turn over ►

Part 2

For questions 9 – 16, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: 0 S I N C E

_________________________________________________________________________________

From black pepper to chilli pepper

In the 15th century, Europeans knew nothing of the chilli pepper, but they held black pepper in high

regard and had used it in cooking (0) …….. Greek and Roman times. Ships travelling east brought

the black pepper from the Spice Islands in South East Asia but this (9) …..... a long time. In 1492,

Christopher Columbus was asked to find a shorter route to the Spice Islands, going westwards

(10) …..... than eastwards, and so he set (11) …...... from Spain across the Atlantic Ocean.

Columbus didn’t succeed (12) …….. finding the Spice Islands but he (13) …….. manage to discover

the Americas. There he (14) …….. across another pepper; the chilli, which had been used in cooking

in South America for thousands of years. Soon (15) …….. Columbus’s discovery, large quantities of

chillies were being shipped back to Spain from the Caribbean. Later, people realised that chillies

would actually grow in southern Europe and it wasn’t long before fresh chillies were (16) …….. sale in

European markets.

5

Turn over ►

Part 3

For questions 17 – 24, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning (0). Write your answers IN CAPITAL LETTERS on the separate answer sheet. Example: 0 M E M O R A B L E

_________________________________________________________________________________

Family bike fun

National Bike Week was celebrated last week in a (0) …….... way with a

Family Fun Day in Larkside Park. The event (17) …….... to be highly

successful with over five hundred people attending.

Larkside Cycling Club brought along a (18) …….... of different bikes to

demonstrate the (19) …….... that family members of all ages can get from

group cycling. Basic cycling (20) …….... was taught using conventional bikes.

There were also some rather (21) …….... bikes on display. One-wheelers, five-

wheelers and even one which could carry up to six (22) …….... , were used for

fun.

The club also gave information on how cycling can help to reduce (23) ……....

damage. They also provided (24) …….... as to how people could substitute the

bike for the car for daily journeys. The overall message was that cycling is

great family fun and an excellent alternative to driving. By the end of the day

over a hundred people had signed up for membership.

MEMORY

PROOF

VARY

ENJOY

SAFE

USUAL

RIDE

ENVIRONMENT

SUGGEST

6

Turn over ►

Part 4

For questions 25 – 30, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. Here is an example (0). Example: 0 A very friendly taxi driver drove us into town. DRIVEN We …………………………………………………… a very friendly taxi driver. The gap can be filled by the words ‘were driven into town by’, so you write:

Example: 0 WERE DRIVEN INTO TOWN BY Write only the missing words IN CAPITAL LETTERS on the separate answer sheet. _________________________________________________________________________________ 25 Paula can’t wait to hear the band’s new album.

FORWARD Paula is really …………………………………………………… the band’s new album.

26 Buying a daily newspaper seems pointless to me.

POINT I can’t …………………………………………………… a daily newspaper.

27 Daniel thought the flight would be more expensive than it actually was.

NOT The flight …………………………………………………… as Daniel thought it would be.

7

Turn over ►

28 It’s a shame I’m not able to come to your party on Saturday.

COULD I …………………………………………………… to your party on Saturday.

29 There were no trainers left in Denzel’s size anywhere on the website.

SOLD The website had …………………………………………………… trainers in Denzel’s size.

30 Gwenda deleted her sister’s photographs by accident.

MEAN Gwenda …………………………………………………… her sister’s photographs.

8

Turn over ►

Part 5

You are going to read an article about a woman who trains actors in fighting skills. For questions 31 – 36, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet. _________________________________________________________________________________

line 22 line 30

Kombat Kate

James Stanton meets ‘Kombat Kate’ Waters, who trains theatre actors in how to ‘fight’ on stage.

There must be few occasions when it would be really rude to refuse an invitation to head-butt someone you’ve just met! But I’m in one of those right now. I’m in a rehearsal room in a theatre with a group ofactors, facing up to stage fighting director Kate Waters. I’ve already dragged her around the room andslapped her on the arm. Now she wants me to head-butt her. But fear not, this is all strictly pretend! ‘Imagine there’s a tin can on my shoulder,’ she says. ‘Now try to knock it off.’ I lower my head as instructed,then lift it sharply, aiming for the imaginary can, hoping desperately that I don’t miscalculate the angle andend up doing damage to her face. To my amazement, I get it right. ‘That was good,’ says Waters. ‘Nowmaybe try it again without smiling.’ Waters, known in the industry as Kombat Kate, is showing me how actors fight each other without getting hurt, and that includes sword-fighting. (She inspires fierce devotion: when I tweet that I’m meeting Waters,one actress friend responds: ‘She’s amazing. She taught me how to be a secret service agent in two days.’) Perhaps the most famous play Kate has worked on recently was called Noises Off. She taught the cast how to fall down stairs without breaking any bones. One of the fight scenes is fairly close, Kate tells me, to the onewe’re trying out now. ‘I’ve just slowed it down a bit,’ she says tactfully, before inviting me to throw heragainst the wall. I obey, making sure I let go of her quickly, so she can control her own movement. Push youropponent too hard, and they will hit the wall for real. I watch her hit the wall before falling to the ground. She’s fine, of course. ‘That’s my party trick,’ she says with a grin. ‘Works every time.’ Once the lesson is over Kate tells me how she became one of only two women on the official register of stagefight directors. Already a keen martial arts expert from childhood, Kate did drama at university, and onemodule of her course introduced her to stage combat. When she made enquiries about the possibility ofteaching it as a career, she was told about the register and the qualifications she’d need to be accepted onto it. It was no small order: as well as a certificate in advanced stage combat, she would need a black belt in karateand proficiency in fencing, a sport she’d never tried before. But she rose to the challenge and taught the subject for several years at a drama college before goingfreelance and becoming a fight advisor for the theatrical world. The play she’s working on is Shakespeare’sRichard III. This involves a famous sword fight. With no instructions left by the great playwright other than –Enter Richard and Richmond: they fight, Richard dies – the style and sequence of the fight is down to Kate and the actors. ‘I try to get as much information as possible about what a fight would have been like in a particular period,’ Kate explains. ‘But because what I’m eventually doing is telling a dramatic story, not all of it is useful. Thescene has to be exciting and do something for the audience.’ Ultimately, of course, a stage fight is all smoke and mirrors. In our lesson, Kate shows me how an actor will stand with his or her back to the audience ahead of a choreographed slap or punch. When the slap comes itmakes contact not with skin but with air: the actor whacks his chest or leg to make the sound of the slap. In the rehearsal room, I can’t resist asking Kate how she thinks she would fare in a real fight. Would she giveher attacker a hard time? She laughs, ‘Oh, I’d be awful,’ she says. ‘I only know how to fake it.’ I can’t helpthinking, however, that she’s just being rather modest.

9

Turn over ►

31 In the first paragraph, the writer is aware of A a critical attitude from Kate. B the concern of the other actors. C the need to reassure his readers. D having been in a similar situation before.

32 How does the writer feel when Kate mentions the tin can? A worried about hurting Kate B relieved that Kate is just pretending C concerned that it may injure his head D convinced that he won’t take it seriously enough

33 When Kate and the writer repeat the fight scene from Noises Off, we learn that A the writer isn’t sure of his instructions. B Kate has adapted it slightly for the writer to try. C the writer is initially unwilling to do it. D Kate has to react quickly to a mistake the writer makes.

34 What does the phrase ‘no small order’ (line 22) tell us about stage combat? A Kate knew she would love learning about it. B It is something very few people ever perfect. C Studying it required a lot of obedience and respect. D Qualifying to teach it would be a long and difficult process.

35 What does the writer tell us about the sword fight in the play Richard III? A Its details need to be made up. B It’s a particularly challenging scene to do. C Its action is conveyed through spoken words. D It is widely agreed to be the most exciting of its kind.

36 What does ‘it’ refer to in line 30? A information B a fight C a particular period D a dramatic story

10

Turn over ►

Part 6

You are going to read a newspaper article about the man who designed the recycling symbol. Six sentences have been removed from the article. Choose from the sentences A – G the one which fits each gap (37 – 42). There is one extra sentence which you do not need to use.

Mark your answers on the separate answer sheet. 373839404142

How the recycling symbol was created

Gary Anderson designed a symbol which we see everywhere nowadays.

I studied engineering at the University of Southern California at a time when there was a lot of emphasis in the United States on training young people to be engineers. That said, I eventually switched to architecture. I just couldn’t get a grasp on electronics and architecture seemed more concrete to me. It was around that time that I saw a poster advertising a design competition being run by the Container Corporation of America. The idea was to create a symbol to represent recycled paper. One of my college requirements had been a graphic design course so I thought I’d give it a go. It didn’t take me long to come up with my design: only a day or two. x37xx xx But I already had arrows and angles in my mind because on my course I’d done a presentation on recycling waste water. I’d come up with a graphic that described this process very simply. The problem with the design I’d done earlier was that it seemed flat, two-dimensional. So when I sat down to enter the competition, I thought back to a field trip in elementary school to a newspaper office where we’d been shown how paper was fed over rollers as it was printed. x38xx xx The three arrows in it look like strips of folded-over paper. I drew them in pencil, and then traced over everything in black ink. These days, with computer graphics packages, it’s rare that designs are quite so plain.

I think I found out I’d won the competition in a letter. Was I excited? Well, yes of course – but not that excited. x39xx xx So it just seemed like, of course I would win! There was a monetary prize, though for the life of me I can’t remember how much it was... about $2,000? When I finished my studies, I decided to go into urban planning and I moved to Los Angeles. It seems funny, but I really played down the fact that I’d won this competition. I was afraid it would make me look as though I was interested in graphics, rather than urban planning. x40xx xx I remember seeing it once on a leaflet which had been produced on recycled paper, but then it disappeared. A while after graduating, I flew to Amsterdam for a holiday. I’ll never forget: when I walked off the plane, I saw my symbol. It was on a big recycling bin. And it was bigger than a beach ball! x41xxx x I was really taken aback. That was quite a long time ago though. Since then, I’ve got more qualifications and worked for quite a few different firms, some more environmentally aware than others. I feel much prouder of the recycling symbol now than I used to, probably because it’s so widely seen. Maybe this design has been more important to me than I’d thought. x42xx xx There’s more to me than the recycling symbol.

11

Turn over ►

A Still, I’d hate to think that my life’s work is

defined by it. E I realise that seems ridiculous for something

that’s been so successful.

B I used what I’d seen to create the image. F Also, nothing much happened to the symbol

for a while.

C I’m no expert on recycling but I can certainly

see its value. G I guess at that point in my life I had an

exaggerated sense of my own importance.

D I hadn’t thought about it for years and there it

was right in my face.

12

Turn over ►

Part 7

You are going to read part of the autobiography of a surfing instructor. For questions 43 – 52, choose from the sections (A – E). The sections may be chosen more than once. Mark your answers on the separate answer sheet. _________________________________________________________________________________

In which section does the writer mention feeling satisfaction that her determination resulted in better performance? 43

the problem of having to wait for conditions to be favourable for surfing? 44

a change which helped her to pursue her hobby? 45

continuing to surf even when the conditions were unfavourable? 46

the pleasure she gets from seeing others succeed? 47

being aware that it would take time for her abilities to be recognised? 48

her enthusiasm for the sea being recognised by someone else? 49

an admission that she doesn’t think about what she is doing when surfing? 50

not being concerned that she stood out from others? 51

people appreciating her serious attitude towards her surfing? 52

13

Walking on waves

Sarah Whiteley talks about her love of surfing and how it began.

A My journey to the sea began when I was tiny.My mum, who used to surf then, would sit meon one of her old boards and push me into thelittle waves in a few centimetres of water. Weboth soon realised I had an unstoppableappetite for the waves, something which hasnever faded. Soon after that we moved to ahouse which was almost on the beach. I couldliterally walk out of the garden into the sea.Living by the sea is something you never takefor granted if you surf. I open the curtains in themorning and my heart leaps as I see the longperfect lines of waves rolling into the bay.

D Over time and after a few hair-raising moments, I made some friends and mutual respect blossomed between me and the guys who spent all their time in the waves with me. When I started pulling off some good moves on my surfboard and throwing a bit of spray on the waves, they began giving me a bit of credit, so that if I was going out when the surf was really big, they would shout out instructions to make sure I had the best chance. They knew I wasn’t messing about and that I was going for it out there. Things got really interesting when I went in for competitions. In fact, I entered every national surfing competition over ten years. Competition surfing can be extremely frustrating, since you can never guarantee waves at a certain time on a certain day, and there’s vast amounts of hanging around.

B Being the only girl in the water when I waslearning to surf never bothered me because I’d always been trying to keep up with an elderbrother who was exceptionally good at sports.So there I was, a tiny little thing, itching tobetter my surfing by checking out other surfersand looking for new moves. I was surfing fourtimes a day in the summer holidays, before andafter school right through the winter months asthe temperatures dropped and the sea wasreally wild. I just couldn’t get enough of it.

E Now I’ve set up a surf school and I’ve got a whole new perspective. When you start teaching something, you have to learn for yourself again. Everything you’ve been doing instinctively without really noticing for the last fifteen years has now got to be passed on, and it gets surprisingly detailed and tricky in parts. But it’s been fantastic introducing so many people to the sport, and it’s even better when you get to see their big grins when they stand up for the first time and ride a wave into the shore. Surfing has taken me all over the world and now it feels like it’s brought me home again.

C Things started to get competitive as I got olderand stronger. I was tackling more challengingwaves: faster, more powerful and moredangerous, but I was gaining confidence andbuilding up my experience, and it was reallyrewarding to see myself improving. And that’swhen the boys started to notice me, and theyweren’t too sure how to cope with it. Theyseemed to think along the lines of ‘She’s only agirl – she won’t manage that wave, so I’ll get inthere and show her how to do it.’ Convincingthem that I could hold my own in the waveswasn’t going to happen overnight.

2

Part 1

You must answer this question. Write your answer in 140 – 190 words in an appropriate style on the separate answer sheet. ______________________________________________________________________________

1 In your English class you have been talking about the fashion industry. Now, your English teacher has asked you to write an essay. Write an essay using all the notes and giving reasons for your point of view.

Some people say the fashion industry has a bad effect on people’s lives.

Do you agree?

Notes

Write about:

1. whether people’s appearance is important

2. the price of clothes

3. …………………… (your own idea)

3

Part 2

Write an answer to one of the questions 2 – 4 in this part. Write your answer in 140 – 190 words in an appropriate style on the separate answer sheet. Put the question number in the box at the top of the answer sheet. ______________________________________________________________________________ 2

A group of British teachers is going to visit your college for two days. The aim of their trip is to learn about how technology is used in education in your country. You have been asked to write a report for the group leader. Your report should:

• include information about how technology is used to teach different subjects

• recommend which lessons the teachers should watch to see technology being used.

Write your report. 3 You see this announcement on an English-language website:

Articles wanted MUSIC AND ME

When do you listen to music? How do you choose what to listen to at different times?

Write us an article answering these questions.

The best articles will be posted on our website.

Write your article. 4 You see this announcement on an English-language website:

Reviews wanted Courses

Have you been on a course recently? Please tell us about it! It could be any type of course, like a sports course, photography course or language course. What were the classes like? What was the most interesting thing you learned? Would you recommend the course to other people?

The best reviews will be published in next month’s magazine.

Write your review.

2

Part 1

You will hear people talking in eight different situations. For questions 1 – 8, choose the best answer (A, B or C). _________________________________________________________________________________ 1 You hear a young man talking about his hobby of rock climbing. How does he feel about it?

A satisfied with his level of expertise B concerned about doing a dangerous sport C proud when he copes with difficult conditions 2 You hear a public announcement at a family theme park. What does the announcement contain?

A a change to a timetable B details of a new attraction C instructions about a location 3 You hear two people talking about a course they have attended. What was the topic of the course?

A book illustration B journalism C publishing 4 You hear two people talking about a film they have both seen. What do they agree about?

A The story wasn’t very original. B Reviews of the film weren’t accurate. C The message wasn’t very positive.

3

Turn over ►

5 You hear a man being interviewed about a new project he has set up in his home town. What is the purpose of the project?

A to reduce the amount of litter on a town’s streets B to increase the inhabitants’ awareness of recycling C to stop shopkeepers using plastic bags for customers’ purchases 6 You hear a man talking on the radio about salespeople. What does he say about them?

A They take pride in forming good relationships with buyers. B They keep one objective in mind at all times. C They prefer people they think are easy to sell to. 7 You hear two friends talking about a student website. What do they agree about it?

A It is visually attractive. B It has a lot of useful advertisements. C It is easy to navigate round. 8 You hear a chef talking about taking part in a cookery competition. What did he find surprising?

A how nervous he felt B how rushed he felt C how tired he felt

4

Part 2

You will hear a man called Chris Graham talking to a group of students about a vacation job he had in Australia.

For questions 9 – 18, complete the sentences with a word or short phrase.

My Vacation Job in Australia

Chris thinks the best place to find a job like he had is the

(9) .

Chris is studying (10) at university.

For most of the time he was working for the travel company, Chris lived in a

(11) outside of the town.

Chris was often asked to go to a (12) at the weekend.

In the mornings, Chris had to drive tourists to see the (13)

in the desert.

Many of the tourists were unaware of the need to keep their

(14) covered up when they were in the sun.

The tourists particularly wanted to know how to tell the difference between the

(15) of the wild animals.

In the afternoons, the tourists were able to see some (16)

that had more than one use.

Chris says that the local government would like to have a larger

(17) to attract tourists.

Chris advises other students to send off their job application forms in the month of

(18) at the latest.

5

Turn over ►

Part 3

You will hear five short extracts in which people are talking about happiness. For questions 19 – 23, choose from the list (A – H) what each person says happiness means to them. Use the letters only once. There are three extra letters which you do not need to use. _________________________________________________________________________________

A Having a happy personality allows you to cope effectively with problems.

B Happiness comes from having someone special to share your thoughts with.

Speaker 1 19

C Happiness is all about the experience of overcoming problems.

Speaker 2 20

D Happiness is a short escape from everyday routine.

Speaker 3 21

E True happiness lies in making others happy.

Speaker 4 22

F Older people are less happy than younger ones.

Speaker 5 23

G Happiness is being thankful for what you have.

H Happiness comes from achieving your goals.

6

Part 4

You will hear part of a radio interview with an author called Mickey Smith, who is talking about becoming excellent at sport. For questions 24 – 30, choose the best answer (A, B or C). _________________________________________________________________________________

24 When asked about his theory on talent, Mickey says that A he is doing further research with other people.

B he realises some people disagree with him.

C he has not yet fully proved his ideas.

25 Mickey believes that outstanding football players A have better levels of concentration than other players.

B are aware of the positions of other players on the pitch.

C are faster runners than other players.

26 How did Mickey feel when he first became successful at gymnastics? A convinced he had a natural aptitude for the sport

B conscious that others in his area didn’t have the same chances

C lucky to have had one of the best training routines

27 Mickey says that the motivation to continue training for long periods of time A develops at an early age in people who become experts.

B depends on your personal attitude towards success.

C does not come naturally to most people.

28 Mickey says that coaches working with young people need to understand that A children and adults have different thought processes.

B young people have a built-in drive to succeed in areas like sport.

C it is important to focus on mental rather than physical techniques.

7

29 Mickey says that many people who play sport don’t bother to try hard because A they feel incapable of reaching the same levels as sports stars.

B they don’t have time to put in the necessary effort.

C they are not confident in their ability to deal with success.

30 According to Mickey, what can cause some sports people to fail at important events? A They haven’t trained enough.

B They are inexperienced at dealing with pressure.

C They can become too aware of their actions.

Part 1 2 minutes (3 minutes for groups of three)

Good morning/afternoon/evening. My name is ………… and this is my colleague ………… .

And your names are?

Can I have your mark sheets, please?

Thank you.

• Where are you from, (Candidate A)? • And you, (Candidate B)?

First we’d like to know something about you. Select one or more questions from any of the following categories, as appropriate.

Likes and dislikes • How do you like to spend your evenings? ...... (What do you do?) ...... (Why?)

• Do you prefer to spend time on your own or with other people? ...... (Why?)

• Tell us about a film you really like.

• Do you like cooking? ...... (What sort of things do you cook?)

Special occasions • Do you normally celebrate special occasions with friends or family? ...... (Why?)

• Tell us about a festival or celebration in (candidate’s country).

• What did you do on your last birthday?

• Are you going to do anything special this weekend? ...... (Where are you going to go?) ...... (What are you going to do?)

Media • How much TV do you watch in a week? ...... (Would you prefer to watch more TV than that

or less?) ...... (Why?)

• Tell us about a TV programme you’ve seen recently.

• Do you use the internet much? ...... (Why? / Why not?)

• Do you ever listen to the radio? ...... (What programmes do you like?) ...... (Why?)

1 Travelling Part 2 2 Looking at things

4 minutes (6 minutes for groups of three)

Interlocutor In this part of the test, I’m going to give each of you two photographs. I’d like you to

talk about your photographs on your own for about a minute, and also to answer a question about your partner's photographs.

(Candidate A), it’s your turn first. Here are your photographs. They show people travelling in different situations.

Place Part 2 booklet, open at Task 1, in front of Candidate A.

I’d like you to compare the photographs, and say why you think the people have decided to travel in these situations.

All right?

Candidate A 1 minute

………………………………………………………..

Interlocutor Thank you.

(Candidate B), do you enjoy travelling by plane? ….. (Why? / Why not?)

Candidate B approximately

30 seconds

………………………………………………………..

Interlocutor

Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.

Now, (Candidate B), here are your photographs. They show people who are looking at things in different situations.

Place Part 2 booklet, open at Task 2, in front of Candidate B.

I’d like you to compare the photographs, and say why you think the people are looking at these things.

All right? Candidate B

1 minute ………………………………………………………..

Interlocutor Thank you.

(Candidate A), do you ever go to art galleries or museums? ….. (Why? / Why not?)

Candidate A approximately

30 seconds

………………………………………………………..

Interlocutor

Thank you. (Can I have the booklet, please?) Retrieve Part 2 booklet.

1 Why have the people decided to travel in these situations?

2 Why are the people looking at these things?

21

slee

ping

eig

ht h

ours

ev

ery

nigh

t

How

impo

rtan

t are

thes

e th

ings

for k

eepi

ng fi

t an

d he

alth

y?

spen

ding

tim

e ou

tdoo

rs e

ach

day

eatin

g at

regu

lar t

imes

vi

sitin

g th

e do

ctor

re

gula

rly

go

ing

to th

e gy

m

21 Keeping fit Part 3 4 minutes (5 minutes for groups of three) Part 4 4 minutes (6 minutes for groups of three)

Part 3 Interlocutor Now, I’d like you to talk about something together for about two minutes (3 minutes for

groups of three).

Here are some things people often do to keep fit and healthy and a question for you to discuss. First you have some time to look at the task. Place Part 3 booklet, open at Task 21, in front of the candidates. Allow 15 seconds. Now, talk to each other about how important these things are for keeping fit and healthy.

Candidates 2 minutes

(3 minutes for groups of three)

………………………………………………………..

Interlocutor Thank you. Now you have about a minute to decide which two are most important for keeping fit in the long term.

Candidates 1 minute

(for pairs and groups of three)

………………………………………………………..

Interlocutor Thank you. (Can I have the booklet, please?) Retrieve Part 3 booklet. Part 4 Interlocutor Use the following questions, in order, as appropriate:

• What is the advantage of keeping fit with friends? • Some people say it is a waste of time going to a

Select any of the following prompts, as appropriate:

• What do you think? • Do you agree? • And you?

gym because you can exercise outside for free.

What do you think?

• Is it possible to live healthily without spending a lot of money? ...... (Why? / Why not?)

• Do you think the government should spend more money on sports and leisure facilities? ...... (Why? / Why not?)

• Some people say it’s a school’s responsibility to help students keep fit. Do you agree?

• Do you think advertising makes people worry too much about keeping fit and

how they look? ...... (Why? / Why not?)

Thank you. That is the end of the test.

25CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

Answer key

Q Part 1

1 D

2 A

3 D

4 C

5 C

6 A

7 D

8 C

Q Part 2

9 took

10 rather

11 off/out/sail

12 in

13 did

14 came

15 after

16 on/for

Q Part 3

17 proved

18 variety

19 enjoyment

20 safety

21 unusual

22 riders

23 environmental

24 suggestions

Q Part 4

25 looking forward | to hearing

26see the point | in/of buying OR see any point | (in) buying

27 was not |as/so expensive

28 wish | (that) I could come

29 (completely) sold out | of (the)

30 didn’t/did not mean | to delete

Q Part 5

31 C

32 A

33 B

34 D

35 A

36 A

Q Part 6

37 E

38 B

39 G

40 F

41 D

42 A

Q Part 7

43 C

44 D

45 A

46 B

47 E

48 C

49 A

50 E

51 B

52 D

READING AND USE OF ENGLISH | SAMPLE 2

READING AND USE OF ENGLISH | ANSWER KEY

EXAM | LEVEL | PAPER SAMPLE PAPERREADING AND USE OF ENGLISH | SAMPLE PAPER 2


LISTENING | ANSWER KEY

LISTENING | SAMPLE PAPER 2

Answer key

Q Part 1

1 C

2 A

3 C

4 B

5 C

6 B

7 A

8 C

Q Part 2

9 internet

10 history

11 caravan

12 party

13 sun(-)rise

14 shoulders

15 tracks

16 plants

17 airport

18 January

Q Part 3

19 D

20 H

21 A

22 G

23 C

Q Part 4

24 B

25 B

26 A

27 B

28 C

29 A

30 C

In Part 2, bracketed words/letters/characters do not have to appear in the answer.


WRITING | SAMPLE SCRIPTS WITH EXAMINER COMMENTS

Question 1

Candidate A

WRITING | SAMPLE PAPER 2

Examiner commentsSubscale Mark Commentary

Content 5 All content is relevant and the target reader is fully informed.The essay discusses the role of the fashion industry and expresses some negative aspects (nowadays, the appearance of the person is more important than the person itself) and also cost (the clothes’ price is extremely high). The candidate also expresses their own idea, suggesting that the fashion industry has a lot of infl uence on people (say to the society what to wear). The candidate concludes the essay with an opinion, which sums up the main points made.

Communicative Achievement

2 Some of the conventions of essay writing are used appropriately. The register and tone are consistently formal and there are some expressions which are appropriate for an essay (In today’s world; Some people claim; Furthermore; In my opinion). There is also an introduction and a conclusion.Although straightforward ideas are communicated, the target reader’s attention is not always held. For example, the fi nal paragraph attempts to sum up the main points, but the ideas are not clearly expressed.

Organisation 2 The text is generally well organised and coherent. There is a clear structure to the text with an introduction, main body and conclusion. Paragraphs are used for the development of ideas. The text is connected using linking words and a limited number of cohesive devices, some of which are misused. More use of pronouns would limit the repetition of key phrases.

Language 2 There is a range of everyday, topic-specifi c vocabulary, which is used appropriately (creates new types of clothes; Some people claim; extremely high; is more important than). Simple grammatical forms are used with a good degree of control, although the use of verbs in the 3rd person is not consistent. There are attempts to express ideas using a range of grammatical forms, passives and modals for example, but these are less successful (people, who can’t aff ord it, should not be in the society; the fashion industry guide the people to be in a good appearance; It’s something which was created to help people what to wear).Errors are noticeable but meaning can still be determined.

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad infl uence on people’s lives. It’s something which was created to help people what to wear.

44 CAMBRIDGE ENGLISH: FIRST HANDBOOK FOR TEACHERS

Question 1

Candidate B




Content 5 All content is relevant to the task and the target reader is fully informed. The candidate discusses the importance of appearance in terms of fashion (this industry design beautiful clothes and thanks to that …) and concludes that We shouldn’t judge people for its appearance.The negative aspect of the price of clothes is mentioned and an opinion given on how this aff ects people’s choice (forcing people … to buy and pay a large amount of money to keep “beautiful”).A third aspect states how choice for consumers is limited due to the fashion industry’s control over design and the market (the fashion industry in some people opinion, controls the market of clothes).


3 The conventions of essay writing are used appropriately. There is an introduction, topic paragraph and a conclusion. The register is appropriate for the task, using generally neutral language to discuss both positive and negative aspects of the question. Straightforward ideas are communicated, using some appropriate language (in order to; According to them; the industry can increase) to introduce the ideas, and to hold the target reader’s attention.

Organisation 4 The essay is well organised and coherent. There is a clear overall structure and the ideas are linked across sentences and paragraphs using referencing, substitution and paraphrasing to avoid repetition.There are a variety of appropriate linking words and cohesive devices (many people who; according to them; this industry; thanks to that; On the other hand; In addition; In my opinion).

Language 3 A range of everyday, topic-specifi c vocabulary is used appropriately (to satisfy some people needs; good for society; controls the market; forcing people) but some errors do occur with less common lexis and expressions (on today’s fashion).A range of simple and some complex grammatical forms is used with a good degree of control (can increase the price of clothes, forcing people who don’t want to be).There are some repeated errors with prepositions and 3rd person verbs, but these do not impede communication.

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “old-fashioned” to buy and pay a large amount of money to keep “beautiful”

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance, because that is not important. We must wear whatever we like, want and feel confortable with.


Question 1

Candidate C




Content 5 All content is relevant to the task and the target reader is fully informed.The candidate presents a balanced argument, discussing their own idea fi rst that the fashion industry is important as it provides jobs and income for a huge number of people.The essay then discusses the negative aspect of the fashion industry in relation to appearance (the fashion industry is seen as one which segregates people; people place too much importance on appearance). Finally, the high cost of fashion is mentioned in relation to the price of clothes and it is suggested that money could be better spent on social issues rather than on fashion.


5 The conventions of essay writing are used eff ectively to hold the target reader’s attention. The register and tone are consistently appropriate and there is a range of suitable expressions which introduce both positive and negative aspects of the question, which are balanced throughout the essay. Straightforward and more complex ideas are communicated, making links between the importance of fashion in consumers’ lives and how the fashion industry aff ects people, communities and wider society (the fashion industry is undeniably a source of profi t and income. It hires millions of people all over the world; it values a minority of people in detriment to the majority).

Organisation 5 The essay is well organised and coherent. There is a clear overall structure and the ideas are linked eff ectively across paragraphs and sentences through the use of paraphrasing, substitution, ellipsis and referencing (In this context; It hires; such profi table business is also believed; Nevertheless; for those who; sadly true; such situation; not only are). Organisational patterns are used to generally good eff ect, for example links are made between fashion and industry, fashion and fi nance and fashion and society throughout the text, making clear connections between the separate aspects.

Language 5 There is a range of vocabulary, including less common lexis which is used appropriately in most cases (is characterised by; at a blink of an eye; paramount role; undeniably; the culture of a people; enhancing; neither impressed nor motivated; segregates; isolating; in detriment to).A range of simple and complex grammatical forms is used with control and fl exibility to express more complex ideas.Although there are some errors, these mainly occur when more ambitious language is attempted and do not impede communication.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profi t and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profi table business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and fi gures, the fashion industry is seen as one which segregates people, isolating those who not fi t their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.



Content 5 All content is relevant and the target reader is fully informed. The report gives information about which technology is used for teaching purposes around the school (interactive boards; computers) and specifi cally in science (newly equipped chemical lab). The report has a clear recommendation at the end and gives options about what would be good for the reader to see: either going to see what the students have decided is important (computers and interactive boards) or what the reader has a specifi c interest in (if you are interested in particular subjects you ought to see their specialised classrooms).


4 The conventions of report writing are used eff ectively to hold the target reader’s attention. The register is neutral and information is given in an objective tone, making good use of the passive voice (This report is intended; developments to be seen; can be easily given). The format of the report is eff ective in using headings, sub-headings and a numbering system in the second section to highlight important aspects. Straightforward ideas are communicated.

Organisation 4 The text is well organised and coherent and the overall organisation of the report is eff ective in helping to communicate the main points. A variety of appropriate linking words are used (however; which; For instance).

Language 3 A range of everyday vocabulary is used appropriately and there is some good use of topic-specifi c vocabulary (technical developments; conducted a survey; interactive boards; provide an opportunity; I would therefore recommend).A range of simple and some more complex grammatical forms is used, particularly diff erent passive structures. Some errors occur when attempting more complex ideas (For most of the people who I asked for their reply were really important computers). However, the errors do not impede communication.

Question 2

Candidate D

Use of Technology in education

Introduction

This report is intended to inform how technology is used in common lessons and recommend the most interesting technical developments to be seen. I conducted a survey among teachers and students in order to fi nd out what is prefered to be used by them.

Technology in different subjects

The majority of the people claimed that the best thing were computers and interactive boards. I was given these reasons:

1 They provide an oportunity to make the lessons more enjoyable2 Everybody is able to fi nd information on the internet whenever they want to3 Computer presentations can be easily given

However, use of another technical developments vary among students and teachers depending on which subject they focus on. For instance, people were interested in Science mentioned these points:

– newly equipped chemical lab with its recently purchased substances – equipment suitable for teaching Physics (e.g. digital watches, laser)

Recommendations

For most of the people who I asked for their reply were really important computers and interactive boards in the classrooms. I would therefore recommend seeing this. On the other hand, if you are interested in particular subjects you ought to see their specialised classrooms with a variety of modern technical developments, too.





Content 4 All content is relevant. The article discusses music, describes when the writer listens to music, and explains personal musical preferences. However, the second question is not fully addressed. We learn about the music the writer likes but not about how certain music is chosen at diff erent times. The writer does mention When the bus is taking me to school I listen to the music so I could wake up but doesn’t say what sort of music it is. This second point is not fully developed but the target reader is on the whole informed about this aspect.


3 The article generally follows the conventions of the task. The subject is personal to the writer and relevant examples are given from personal experience. The article is written in a tone that is appropriate for a general audience and holds the reader’s attention.Straightforward ideas are communicated (I love to listen to; I can’t listen to; Everybody has his own taste for music) despite the relatively simple language used.

Organisation 2 The article is generally well organised and coherent at sentence level. The text is separated into paragraphs and basic linking words are used to connect the ideas within sentences (and; When; But; it) but there are fewer cohesive devices used to connect ideas across the whole text.When presenting musical preferences, the information is presented in a list format, rather than comparing or contrasting diff erent styles, with cohesive devices to show the relationship between the writer and the music described.

Language 2 Everyday vocabulary is used appropriately and there is a range of vocabulary connected with musical styles (classical; jazz; rock; hip-hop; dubstep; pop, Serbian folk; rap; techno; K-pop).Simple grammatical forms are used with a good degree of control, but there is a lack of range with the present tense being most frequently used. Errors do not impede communication.

Question 3

Candidate E

I always listen to music, wherever I go I have my headphones on my ears. Listening to what I like satisfy’s me and makes me calm all the time. When the bus is taking me to school I listen to the music so I could wake up.

I love to listen to classical music, jazz, rock, hip-hop, dubstep, pop music. But I can’t listen to Serbian folk, any rap, techno or K-pop music. It just anoy’s me. Of all the songs I can listen, I adore pop and dubstep the most. I’m glad that my parents listened to rock and ninetees serbian songs which I like to listen sometimes.

Everybody has his own taste for music, somebody likes rock, somebody likes rap or something else, and that’s ok. I’m proud of myself that I’m listening to what I’m listening.






Content 5 All content is relevant and the target reader is fully informed.The candidate gives details about a language course that they attended. They describe the classes and the teacher (The classes were very funny. Andrea is a nice person). The most interesting thing learned on the course is addressed (The most interesting thing that I learned was how to prepare a theater play) along with descriptions of the activities involved.Finally a positive, personal recommendation is given.


3 The conventions of review writing are evident and hold the reader’s attention. The writer expresses opinions, describes the course and makes a concluding recommendation. The register in which the review is written is informal and personal rather than analytical and objective, but is consistent throughout. The style is suitable for a school website.Straightforward ideas are communicated about the writer’s personal experiences of the course.

Organisation 4 The text is well organised and coherent. The paragraphs are used well to develop the main points in the question, each one focusing on a certain aspect.Cohesive devices such as referencing and pronouns are used to link the information across sentences without too much repetition (he gave us a song in which; After that we did diff erents exercise; the majority of them …). There are some errors with punctuation, but this generally occurs when ideas are being connected across sentences or when two clauses are being joined (For instance; we interpreted it).

Language 3 Everyday vocabulary is used appropriately with some less common expressions attempted, particularly in the 3rd paragraph (we wrote a play based on a book; we interpreted it; unforgetable experience). A range of simple and complex grammatical forms is used with a good degree of control. Past and present tenses are controlled and there is a range of sentence structures. There are errors with plurals and some prepositions (we listened the song; we did diff erents exercise; we spoke about restaurant), but these errors do not impede communication.

Question 4

Candidate F

The course I have been recently is a language course. In september I went to a Italian course for improving my level of Italian, with a native teacher, Andrea.

The classes were very funny. Everyday when we arrived to the class he gave us a song in which there were gaps which we had to fi lling them while we listened the song. After that we did differents exercise, the majority of them for improving our vocabulary. For instance we spoke about restaurant, shops, cinema and so on.

The most interesting thing that I learned was how to prepare a theater play, and it was fantastic. During a week we wrote a play based on a book, and the last day of the week we interpreted it. Everyone had a different paper on it. For me it was an unforgetable experience, because I spent a wonderful time doing it and I learned a lot of idioms.

I would recommend this course because Andrea is a nice person who teach you with interesting exercise. Learning Italian isn’t boring with him.


Joined Document 4

Documents

Transcript of Joined Document 4